Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What) (H).2 Engage (Hook) (E).3 Students will know... (content) (Equip), Graphic Organizer andCooperative Learning (Explore), working on product (partners, teams...) (Experience) (R).4 What checking for understanding strategy was used during instruction )(Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine). (E).5Formative Assessment:Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailors) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 1.1 Students will understand that historical aspects of unity and diversity in the classical civilizations effect the world today. (Where) This will help students be more aware of unity and diversity in their everyday lives. (Why)Students will understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.(What) (H) 1.2 Students will participate in a scavenger hunt to find different characteristics in their classmates. This will act as a hook for diversity.(Hook) (E) 1.3 Students will know: Religion and philosophy, Caste System,Sanskrit, Ming Dynasty,Upanishads,Han Dynasties, The Roman Empire, Confucious, Upanishads, Hinduism, .(Equip) Students will use the Fact and Opinion graphic organizer to relate themselves to the different topics of diversity and unity in the classic civilizations. One Stray will be used to guide students in brainstorming types of diversity that could be around today, this will allow them to share ideas with different peers.(Explore) Students will choose to make a blog on their own that compares the life of people in the classical time period compared to how they live in the present day or a google doc with a partner to compare an interesting event of the past compared to an event happening today. (Experience) (R) 1.4 With One question one Comment after class I would have students write on a note card a question they have about the content we have gone over and a comment or answer on something that they have learned. With every pupil response I will ask a question in class that students can answer such as how many are finished their graphic organizers.(Rethink) As a teacher I will give feedback by using a checklist or rubric to give them feedback on their work.(Revise/Refine)Students will give feedback by participating in blog postings and commenting in the discussion of their peers' blogs.(Rethink/Revise) (E-2) 1.5 Formative Assessment:Blog and Google Docs Pre-Asessment:I will create a survey for with questions about the classical civilizations.Checking for Understanding: One question and one comment and every pupil response and Timely Feedback:Teacher and Peer (Evaluate) (T) 1.6 Tailors Verbal: In pairs students will collaborate on Google Docs to write a report to compare an interesting event in the classical civilizations compared to an event that is going on in the world today. Logic: Students are comparing the culture of one of the classical civilizations to the culture that they have today. Visual: Showing pictures of the different dress, food, houses, and other aspects of the culture from the time period. Musical: The teacher will use music from the time periods of the different classical Civilizations. Kinesthestic: Students are participating in a scavenger hunt to discover diversity in their own class room. Intrapersonal: Students will work on their blog and will reflect on what it is like to live in a classical civilization on their own. Interpersonal: Students will work on their graphic organizer in the One Stray groups which students work in groups and one team member goes to another group to compare their answers. Naturalist: Students will research a civilization for their blog which will include what it is like tho live in that environment. (O) 1.7 Students will be able to compare and contrast classical cultures to their own and imagine what it is like to live in a culture other than their own.(Empathy and Perspective)Product: Blog or Google Docs, Number of Days: 3-4 (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 2.1 Students will understand that inventions of the classical civilizations contribute to the diversity of each culture.(Where) This will show students that even the simplest tools we use in every day life make a huge difference.(Why)Students will understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.(What) (H) 2.2 I will use pictures of some of the objects and inventions that were used in the classical civilizations and see if students can guess what they were used for.(Hook) (E) 2.3 Students will know: Genghis Khan, Ming, Dynasty, Ashoka, Buddhist monks, The Han Dynasties, The Roman Empire,Julius Cesar, Octavian, Aryans, Sanskrit (Equip) Students will uses a step by step chart to document what it will take to make their invention on Google sketch up they will also write the step by step way to use the invention or object the way that they did in Ancient China, India or the Mediterranean Basin. As a cooperative learning activity peers will interview each other on how the object works then report back to the class.(Explore) Design a modern version of the invention or object that you have chosen in Google Sketch up and explain how it will work well today.(Experience)
(R) 2.4 I would use the exit card to see if they can name any inventions that we went over in class that day and have them explain what the inventions do. I would call a student conference to have the student tell me why they chose the topic or object for their google Sketch up. I would also ask them if they are having any trouble finding information on a certain topic or if they are having trouble in the unit at all.(Rethink) Peers will use a check list to evaluate the google sketch up while interviewing about their projects.(Rethink/Revise) I will use a rubric to give feedback that will show why the student scored the way they did.(Revise/Refine) (E-2) 2.5 Formative Assessment:Google Sketch up Checking for Understanding:Exit Card and Student Conference Chart and Timely Feedback:Teacher and Peer(Evaluate) (T) 2.6 Tailors Verbal: Students will write out the steps to creating their invention for the modern world and will write out the steps of what it takes to make the model. Logic:Students will solve the problem of how the invention of the classical civilization will work today and design the new model on Google Sketch up. Visual: Students will create a digital model of an invention to show to the class in Google sketch up. Musical: Kinesthestic: Intrapersonal: Students will plan out their invention on their graphic organizer as a reflection of the lesson that was taught about artifacts of the Classical Civilizations. Interpersonal: Students will interview their peers and report back to the class on what their partner's invention does. Naturalist: Students will have to think about the environments that the object they are designing is suitable for. (O) 2.7 Students will be able to design a model of an invention or object that was frequently used in a classical civilization.(Application) Product: Google Sketch Up, Number of Days:3-4 (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 3.1 Students will understand that inventions of the classical civilizations contribute to the diversity of each culture and that war is both essential and an important part of culture.(Where) This will make students more aware of what is going on in our country today interms of new inventions coming out and disputes between countries in the news.(Why)Students will understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.(What) (H) 3.2 I will use a Youtube clip explaining what it was like on the Silk road and explaining why it was important to China and other civilizations.(Hook) (E) 3.3 Students will know Warring States Period, Hun/ Gupta invasions, Persian War, Qin Dynasty, Gods and Goddesses,Religious Involvement(Equip) Students will use the Planning chart to plan how they want to make their movie as well as their podcast and plan what materials they will use to make their invention. Students will use cooperative play to design their model of the invention for the movie.(Explore) Create an imovie of how your civilization would use their invention and connect it to the importance of their culture.Create a podcast noting all factors of the war you picked in the classical age.(Experience) (R) 3.4 I would ask students to use hand prints when we are talking about the wars and battles and ask them to describe five things that they leaned today and write them on their hand print. I would use flag-it to have students flag or put sticky notes on parts of the text they think are important to the discussion. (Rethink) Peers will use a checklist to see if the student has met all the requirements for the imovie and podcast.(Rethink/Revise)
I will use a rubric to give feedback that will show why the student scored the way they did.(Revise/Refine) (E-2) 3.5 Formative Assessment:imovie and podcast Checking for Understanding: hand print and exit card and Timely Feedback:Teacher and Peer(Evaluate) (T) 3.6 Tailors Verbal: Students will make a podcast describing events that happened leading up to the war of their choice in the Classical Civilizations. Logic:Students will use a planning chart to plan what they will say in their movie as well as what they will include in their podcast. Visual:Students will watch a clip of the silk road to show them that even a road can be a useful tool or invention. Musical: Kinesthestic: Students will act out how their inventions were used in the classical civilizations on their movie that they submit. Intrapersonal: Students will use flag it to reflect on what they have read in the text book and to reflect on the questions that they have for class. Interpersonal: Students will be able to reflect on what they learned about the inventions and wars with the hand print. Naturalist: (O) 3.7 Students will be able to demonstrate the function of the invention or object that they chose explaining why it is important and make sense of the causes of the different wars of the civilizations. (Explanation and Interpretation)Product: i movie and podcast, Number of Days: 3-5 (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W) 4.1 Students will understand that war is both essential and an important part of culture.(Where) Students will be able to interpret the causes of battles and wars that could be happening in their own back yard.(Why) Students will understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.(What) (H) 4.2 I will have the students reenact some of what it was like in the wars of the Classical Civilizations.(Hook) (E) 4.3 Students will know Peloponnesian war, Fall of the Roman Empire,Six Kingdoms, Gods and Goddesses(Equip) Students will use the sequence chart to lay out the different events that lead up to a certain war. They will then have a team discussion on their different answers and explain why they think the war was caused for a certain reason.(Explore)Create a PowerPoint of a specific war and explain aspects of changes in culture or importance of that war.(Experience) (R) 4.4 I would use flagging to have students mark what they thought was unclear in the text. I would use hand prints to discuss at the beginning of next class what they learned as a review for the students.(Rethink) The student will use a checklist to see if they have everything they need for their Power-Point.(Rethink/Revise)I will use a rubric to give feedback that will show why the student scored the way they did.(Revise/Refine) (E-2) 4.5 Formative Assessment:Power-point Checking for Understanding: Flag it and Hand print and Timely Feedback: Teacher and Self(Evaluate) (T) 4.6 Tailors Verbal: Logic: Visual: Musical: The teacher will bring in battle music so the class can hear what was played on the battle field. Kinesthestic: Students will reenact parts of certain battles of the classical civilizations as the teacher's hook. Intrapersonal: Students will have a team discussion on the sequence chart that they complete on the wars of the classical civilizations. Interpersonal: A student will individually reflect on their feedback and use a check list to make sure they meet all of the components for the project. Naturalist: Students will include what the environment of the battle was like in their power-point of a classical civilization war of their choice. (O) 4.7 Students will be able to reflect on the cause of wars and connect them do diversity and culture differences.(Self-Knowledge)Product: Power-point, Number of Days: 3-4 (Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS or NGSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know... (content) (Equip), Graphic Organizer and Cooperative Learning (Explore), working on product (partners, teams...) (Experience)
(R) .4 What checking for understanding strategy was used during instruction )(Rethink), Self/Peer Assessment using Checklist and/or Rubrics feedback by students and/or peers on product (Rethink/Revise), and feedback by teacher on product using Checklist and/or Rubrics (Revise/Refine).
(E) .5 Formative Assessment: Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: self, peer, teacher (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailors)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
(H) 1.2 Students will participate in a scavenger hunt to find different characteristics in their classmates. This will act as a hook for diversity.(Hook)
(E) 1.3 Students will know: Religion and philosophy, Caste System,Sanskrit, Ming Dynasty,Upanishads,Han Dynasties, The Roman Empire, Confucious, Upanishads, Hinduism, .(Equip) Students will use the Fact and Opinion graphic organizer to relate themselves to the different topics of diversity and unity in the classic civilizations. One Stray will be used to guide students in brainstorming types of diversity that could be around today, this will allow them to share ideas with different peers.(Explore) Students will choose to make a blog on their own that compares the life of people in the classical time period compared to how they live in the present day or a google doc with a partner to compare an interesting event of the past compared to an event happening today. (Experience)
(R) 1.4 With One question one Comment after class I would have students write on a note card a question they have about the content we have gone over and a comment or answer on something that they have learned. With every pupil response I will ask a question in class that students can answer such as how many are finished their graphic organizers.(Rethink) As a teacher I will give feedback by using a checklist or rubric to give them feedback on their work.(Revise/Refine)Students will give feedback by participating in blog postings and commenting in the discussion of their peers' blogs.(Rethink/Revise)
(E-2) 1.5 Formative Assessment:Blog and Google Docs Pre-Asessment:I will create a survey for with questions about the classical civilizations.Checking for Understanding: One question and one comment and every pupil response and Timely Feedback:Teacher and Peer (Evaluate)
(T) 1.6 Tailors
Verbal: In pairs students will collaborate on Google Docs to write a report to compare an interesting event in the classical civilizations compared to an event that is going on in the world today.
Logic: Students are comparing the culture of one of the classical civilizations to the culture that they have today.
Visual: Showing pictures of the different dress, food, houses, and other aspects of the culture from the time period.
Musical: The teacher will use music from the time periods of the different classical Civilizations.
Kinesthestic: Students are participating in a scavenger hunt to discover diversity in their own class room.
Intrapersonal: Students will work on their blog and will reflect on what it is like to live in a classical civilization on their own.
Interpersonal: Students will work on their graphic organizer in the One Stray groups which students work in groups and one team member goes to another group to compare their answers.
Naturalist: Students will research a civilization for their blog which will include what it is like tho live in that environment.
(O) 1.7 Students will be able to compare and contrast classical cultures to their own and imagine what it is like to live in a culture other than their own.(Empathy and Perspective) Product: Blog or Google Docs, Number of Days: 3-4 (Organize)
Lesson 2
(H) 2.2 I will use pictures of some of the objects and inventions that were used in the classical civilizations and see if students can guess what they were used for.(Hook)
(E) 2.3 Students will know: Genghis Khan, Ming, Dynasty, Ashoka, Buddhist monks, The Han Dynasties, The Roman Empire,Julius Cesar, Octavian, Aryans, Sanskrit (Equip) Students will uses a step by step chart to document what it will take to make their invention on Google sketch up they will also write the step by step way to use the invention or object the way that they did in Ancient China, India or the Mediterranean Basin. As a cooperative learning activity peers will interview each other on how the object works then report back to the class.(Explore) Design a modern version of the invention or object that you have chosen in Google Sketch up and explain how it will work well today.(Experience)
(R) 2.4 I would use the exit card to see if they can name any inventions that we went over in class that day and have them explain what the inventions do. I would call a student conference to have the student tell me why they chose the topic or object for their google Sketch up. I would also ask them if they are having any trouble finding information on a certain topic or if they are having trouble in the unit at all.(Rethink) Peers will use a check list to evaluate the google sketch up while interviewing about their projects.(Rethink/Revise) I will use a rubric to give feedback that will show why the student scored the way they did.(Revise/Refine)
(E-2) 2.5 Formative Assessment:Google Sketch up Checking for Understanding:Exit Card and Student Conference Chart and Timely Feedback:Teacher and Peer(Evaluate)
(T) 2.6 Tailors
Verbal: Students will write out the steps to creating their invention for the modern world and will write out the steps of what it takes to make the model.
Logic:Students will solve the problem of how the invention of the classical civilization will work today and design the new model on Google Sketch up.
Visual: Students will create a digital model of an invention to show to the class in Google sketch up.
Musical:
Kinesthestic:
Intrapersonal: Students will plan out their invention on their graphic organizer as a reflection of the lesson that was taught about artifacts of the Classical Civilizations.
Interpersonal: Students will interview their peers and report back to the class on what their partner's invention does.
Naturalist: Students will have to think about the environments that the object they are designing is suitable for.
(O) 2.7 Students will be able to design a model of an invention or object that was frequently used in a classical civilization.(Application)
Product: Google Sketch Up, Number of Days:3-4 (Organize)
Lesson 3
(H) 3.2 I will use a Youtube clip explaining what it was like on the Silk road and explaining why it was important to China and other civilizations.(Hook)
(E) 3.3 Students will know Warring States Period, Hun/ Gupta invasions, Persian War, Qin Dynasty, Gods and Goddesses,Religious Involvement(Equip) Students will use the Planning chart to plan how they want to make their movie as well as their podcast and plan what materials they will use to make their invention. Students will use cooperative play to design their model of the invention for the movie.(Explore) Create an imovie of how your civilization would use their invention and connect it to the importance of their culture.Create a podcast noting all factors of the war you picked in the classical age.(Experience)
(R) 3.4 I would ask students to use hand prints when we are talking about the wars and battles and ask them to describe five things that they leaned today and write them on their hand print. I would use flag-it to have students flag or put sticky notes on parts of the text they think are important to the discussion. (Rethink) Peers will use a checklist to see if the student has met all the requirements for the imovie and podcast.(Rethink/Revise)
I will use a rubric to give feedback that will show why the student scored the way they did.(Revise/Refine)
(E-2) 3.5 Formative Assessment:imovie and podcast Checking for Understanding: hand print and exit card and Timely Feedback:Teacher and Peer(Evaluate)
(T) 3.6 Tailors
Verbal: Students will make a podcast describing events that happened leading up to the war of their choice in the Classical Civilizations.
Logic:Students will use a planning chart to plan what they will say in their movie as well as what they will include in their podcast.
Visual:Students will watch a clip of the silk road to show them that even a road can be a useful tool or invention.
Musical:
Kinesthestic: Students will act out how their inventions were used in the classical civilizations on their movie that they submit.
Intrapersonal: Students will use flag it to reflect on what they have read in the text book and to reflect on the questions that they have for class.
Interpersonal: Students will be able to reflect on what they learned about the inventions and wars with the hand print.
Naturalist:
(O) 3.7 Students will be able to demonstrate the function of the invention or object that they chose explaining why it is important and make sense of the causes of the different wars of the civilizations. (Explanation and Interpretation)Product: i movie and podcast, Number of Days: 3-5 (Organize)
Lesson 4
Students will understand historical aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.(What)
(H) 4.2 I will have the students reenact some of what it was like in the wars of the Classical Civilizations.(Hook)
(E) 4.3 Students will know Peloponnesian war, Fall of the Roman Empire,Six Kingdoms, Gods and Goddesses(Equip) Students will use the sequence chart to lay out the different events that lead up to a certain war. They will then have a team discussion on their different answers and explain why they think the war was caused for a certain reason.(Explore)Create a PowerPoint of a specific war and explain aspects of changes in culture or importance of that war.(Experience)
(R) 4.4 I would use flagging to have students mark what they thought was unclear in the text. I would use hand prints to discuss at the beginning of next class what they learned as a review for the students.(Rethink) The student will use a checklist to see if they have everything they need for their Power-Point.(Rethink/Revise)I will use a rubric to give feedback that will show why the student scored the way they did.(Revise/Refine)
(E-2) 4.5 Formative Assessment:Power-point Checking for Understanding: Flag it and Hand print and Timely Feedback: Teacher and Self(Evaluate)
(T) 4.6 Tailors
Verbal:
Logic:
Visual:
Musical: The teacher will bring in battle music so the class can hear what was played on the battle field.
Kinesthestic: Students will reenact parts of certain battles of the classical civilizations as the teacher's hook.
Intrapersonal: Students will have a team discussion on the sequence chart that they complete on the wars of the classical civilizations.
Interpersonal: A student will individually reflect on their feedback and use a check list to make sure they meet all of the components for the project.
Naturalist: Students will include what the environment of the battle was like in their power-point of a classical civilization war of their choice.
(O) 4.7 Students will be able to reflect on the cause of wars and connect them do diversity and culture differences.(Self-Knowledge) Product: Power-point, Number of Days: 3-4 (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe